Download University of Kent at Canterbury

UNIVERSITY OF KENT
Module Specification
1.
The title of the module
Drugs, Crime and the Criminal Justice System (SO654)
2.
The School which will be responsible for management of the module
SSPSSR
3.
The Start Date of the Module
January 2009
4.
The cohort of students (onward) to which the module will be applicable
Third year undergraduate students from 2008-9
5.
The number of students expected to take the module
12 – 20
6.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
None
7.
The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
I (FHEQ Level: 5)
8.
The number of credits which the module represents
15
9.
Which term(s) the module is to be taught in (or other teaching pattern)
Spring term
10.
Prerequisite and co-requisite modules
Either SO306 Introduction to Sociology, SA311 Social Problems and Social Policy or SP310
Introduction to Psychology as a prerequisite. No co-requisite is required.
11.
The programmes of study to which the module contributes
BSc Social Sciences (UKM) and BA Criminal Justice Studies (UKM)
12.
The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
 understanding of the main theories of the relationship between drugs and crime 12.A.1, 12.A.5
and 12.C.1 of the BA in Criminal Justice Studies; and of the 12.A.1,2, BSc (Hons) Social
Sciences: Medway Site
 working knowledge of the UK drug laws 12.A.5 and 12.A.6 of the BA in Criminal Justice
Studies; and 12.C.16, of the BSc (Hons) Social Sciences: Medway Site
 understanding of strategies for tackling drugs in the criminal justice system especially with
regard to treatment 12.A.2, 12.A.7 and 12.A.12, of the BA in Criminal Justice Studies; and
12.A.5,7 of the BSc (Hons) Social Sciences: Medway Site
 International comparisons in the area of drug control and treatment 12.A.3 and 12.C.12 of the
BA in Criminal Justice Studies; and 12.A.,7, 12.C.19 of the BSc (Hons) Social Sciences: Medway
Site
 Understanding of the processes of marginalisation, recovery and reintegration of drug users
and drug using offenders 12.A.5, 12.A.6, 12.A.10 and 12.B. 1 of the BA in Criminal Justice
Studies; and 12.A. 7 of the BSc (Hons) Social Sciences: Medway Site
13.
The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
 Enhancement of students’ research and analytical skills, especially the ability to link theory and
practice. This relates to programme outcomes 12.9 and 12.12 of the Social Science
programme and 12.B.9 and 12.B.12 of the Criminal Justice Studies programme and to key skills
1, 4 and 5.
 Development of students’ problem-solving skills and critical awareness. This relates to
programme outcomes 12.9 and 12.12 of the Social Science programme and 12.B.1 and 12.B.3
of the Criminal Justice Studies programme and to key skill 6.
 It is intended that the module will contribute to the achievement of key educational aims with
regard to skill formation, especially aims 11.5 and 11.6 of the Social Science programme and
aims 11.1, 11.4, 11.6,11.7 and 11.8 of the Criminal Justice Studies programme
14.
Synopsis of the curriculum
This module will provide an overview of drug-related offending and the rehabilitation of offenders
in the context of wider society. There will be a critical exploration of the relationship between
drugs and crime and the effectiveness of treatment in the context of reducing criminality. It will
review the laws relating to drug offences and look in detail at the development of government
policy linking the criminal justice agenda with treatment.
It will explore the role of the prison in managing target drug-using populations, the expansion of
the prison complex and different penal objectives. It will assess the provision of drug addiction
treatment within prisons and as an alternative to custodial punishment in the context of
rehabilitation. It will critically explore ideas about treatment and the effectiveness of treatment.
The module will touch on practical issues involving the work of Arrest Referral Schemes, Drug
Intervention Programmes (DIPs), Counselling, Assessment, Referral, Advice and Throughcare
(CARATs), drug rehabilitation units and the Intergarted Drug Treatment System (IDTS).
The module will also consider the illicit drug user perspective, and address the importance of
gender and ethnicity in relation to drug offences.
15.
Indicative Reading List
Goldberg, R. (2003). Taking sides: Clashing views on controversial issues in drugs and society (6th ed.)
Guildford: Guilford Press
Gottschalk, Marie (2002). Black Flower: Prisons and the Future of Incarceration,
582 Annals American Academy of Political & Social Sciences. 195, 197.
Hough, Mike. (2002) Drug user treatment within a criminal justice context, Substance Use and
Misuse, 37; Pp985-996
Marlowe, B. (2003) “Integrating Substance Abuse Treatment and Criminal Justice Supervision.”
Science and Practice Perspectives; available at:
http://www.drugabuse.gov/PDF/Perspectives/vol2no1/02Perspectives-Integrating.pdf
Accessed 22/10/2008
Mauer, Marc and Meda Chesney-Lind eds., (2002). Invisible punishment: the collateral consequences of
mass imprisonment. New York: New Press
Rhodes, Lorna, (2001). “Towards an Anthropology of Prisons.” Annual Review of Anthropology, 3, 6584
Roberts, Marcus, (2003). Drugs and crime: from warfare to welfare. London: NACRO.
Stevens, A, Trace, M and Bewley-Taylor, D., (2005). Reducing drug related crime: an overview of the
global evidence. Witley, Oxfordshire: The Beckley Foundation Drug Policy Programme. Available at:
http://www.beckleyfoundation.com/pdf/reportfive.pdf Accessed 22/10/2008
Sykes, Gresham M’Cready, (1958). The society of captives. Princeton University Press.
Wacquant, Loïc. (2002) “The curious eclipse of prison ethnography in the age of
mass incarceration.” Ethnography Vol 3(4): 371–397
16.
Learning and Teaching Methods, including the nature and number of contact hours
and the total study hours which will be expected of students, and how these relate to
achievement of the intended learning outcomes
Contact hours: 22. The module will comprise 11 lecture hours and 11 seminar hours, with one
reading week. Total study hours including weekly preparation and the research and writing of the
final paper should not exceed ca. 128 hours. Thus, a total of 22 contact hours and ca. 128 study
hours translates into 150 total hours for the module.
The lectures will consist of presentations of the key topics by the lecturer, followed by guided
seminars in which students will make their presentations. Each lecture is accompanied by a reading
list with a range of readings. Further reading is available for those interested in the subject. The
participants in the seminar will discuss the reading and lecture material.
The intended learning outcomes will be achieved by combining lecture, seminar independent study,
and assessed coursework. The reading and lectures will achieve SSLOs 1-5 and GLOs 1-3, while
the seminars and independent study will serve to develop understanding of the concepts and the
ability to apply the particular knowledge gained through reading and lectures to concrete cases.
Private study: approximately 11-12 hours per week. The focus of private study will be on wider
reading to develop material presented in lectures, preparation for seminars and workshops and
work towards assessment by essay.
Total study time 150 hours
17.
Assessment methods and how these relate to testing achievement of the intended
learning outcomes
The assessment process will contain three components, a 3000 word essay (30%), a three hour
examination (50%) and assessment of seminar participation (20%). The essay will cover one of the
key areas of the course allowing the student to develop an argument and to demonstrate their
knowledge of the key issues and the literature. It will allow students to synthesise diverse material,
assess the merit of different arguments and apply theoretical concepts SSLOs 1-5 and GLO 1 are
thereby assessed.
Each student will also be assessed on the quality of their participation in discussions during
seminars.. Students will demonstrate their ability to identify key points from their readings, draw
analytical conclusions and develop an argument. Both SSLOs 1-5 and GLO 2 are thereby assessed.
Essay and seminar discussions will help prepare students for the examination which test their
broader understanding of the main topics, their achievement of the key learning outcomes and
their ability to marshal the information to meet the requirements of the question. This will assess
SSLOs 1-5 and GLO 3.
18.
Implications for learning resources, including staff, library, IT and space
This module will be taught by existing staff, library resources are provided from the existing
budget, and no additional IT resources are required.
19.
A statement confirming that, as far as can be reasonably anticipated, the
curriculum, learning and teaching methods and forms of assessment do not present
any non-justifiable disadvantage to students with disabilities
As far as can be reasonably anticipated, the curriculum, learning and teaching methods and
forms of assessment do not present any non-justifiable disadvantage to students with disabilities
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the
above module proposal and have given advice on the correct procedures and required content of module
proposals"
................................................................
..............................................
Director of Learning and Teaching
Date
Statement by the Head of School: "I confirm that the School has approved the introduction of the
module and, where the module is proposed by School staff, will be responsible for its resourcing"
.................................................................
Head of School
..............................................
Date